Bittner Edward A, Schmidt Ulrich
Department of Anesthesia, Critical Care and Pain Medicine, Massachusetts General Hospital; Harvard Medical School, Boston, MA.
Department of Anesthesiology, University of California San Diego Medical Center, San Diego, CA, USA.
J Med Educ Curric Dev. 2020 Oct 14;7:2382120520965257. doi: 10.1177/2382120520965257. eCollection 2020 Jan-Dec.
Emergency airway management (EAM) is a "high stakes" clinical practice, associated with a significant risk of procedure-related complications and patient mortality. Learning within the EAM team practice is complex and challenging for trainees. Increasing concern for patient safety and changes in the structure of medical education have resulted in educational challenges and opportunities for improvement within the EAM team practice. This paper is divided into 3 sections that describe the past, present, and future of the EAM team learning practice within a large academic institution. Section 1 provides a brief overview of the evolution of the existing practice of EAM. Key features, goals, and challenges of the practice are outlined and a recently performed needs analysis to identify areas for improvement is described. Section 2 examines the underlying assumptions regarding learning within the existing practice and explores how these assumptions fit into major theories of learning. Section 3 proposes an idealized learning practice for the EAM team which includes the assumptions regarding learners, design of the learning environment, use of technology to enhance learning, and the means of assessment and measuring success. It is hoped that through this systematic exploration of the EAM team practice, learning efficacy and efficiency will be improved and remain adaptable for challenges in the future.
紧急气道管理（EAM）是一项“高风险”的临床操作，与操作相关并发症及患者死亡的重大风险相关。对于实习生而言，在EAM团队实践中学习既复杂又具有挑战性。对患者安全的日益关注以及医学教育结构的变化，给EAM团队实践带来了教育挑战和改进机遇。本文分为三个部分，描述了一所大型学术机构内EAM团队学习实践的过去、现在和未来。第一部分简要概述了EAM现有实践的演变。概述了该实践的关键特征、目标和挑战，并描述了最近为确定改进领域而进行的需求分析。第二部分审视了现有实践中关于学习的潜在假设，并探讨这些假设如何与主要学习理论相契合。第三部分为EAM团队提出了一种理想化的学习实践，包括关于学习者的假设、学习环境的设计、利用技术促进学习以及评估和衡量成功的方法。希望通过对EAM团队实践的这种系统探索，提高学习效果和效率，并使其能够适应未来的挑战。
